Constructive Learning Theory

I intend to share the constructive learning theory, explain the benefits and challenges of constructive learning theory and share its relevance to learning. My goal is that every leader will gain insight and understanding about this learning theory, as well as gain an appreciation for constructive learning theory and it applications to education.

Constructive Learning Theory is a learning theory in which the student builds upon previous knowledge to construct new knowledge (Chrenka, L. 2001, May). Learning is active and reflective. The active construction of new knowledge is achieved through feedback from either other students or teachers (Chrenka, L. 2001, May). Knowledge construction is developed through a process of assimilation and accommodation (Chrenka, L. 2001, May). The principles of Constructivism are applied in education. Both teachers and students can enhance their knowledge base. This theory allows teachers to consider the variety of ways of how students learn. Teachers should, therefore, document the change and transformation that occurs. Notable theorists that contribute to Constructive learning theory are Dewey, Piaget and Vygotsky. Contrary to critics, constructivism does not eliminate the teacher or dismiss the value of expert knowledge. Constructivism redefines the role of the teacher (Chrenka, L. 2001, May). Whereas behaviorist believes that learning stems from external stimuli, constructivism believes that learning stems from active engagement from other students or teachers.

According to constructivist perspective, the teacher is a facilitator, guide, monitor or coach (Baines, L.A., & Stanley, G. 2001, December). The teacher engages the student in meaningful learning by real world examples. They can be referred as a “guide on the side” (Baines, L.A., & Stanley, G. 2001, December). This should not be confused with a teacher being absent or unknowledgeable of content, but it is important for teachers to competent to implement scaffolding strategies for learners. Students work in a collaborative fashion. Group work and problem-solving activities are common. Visualized learning is needed in the classroom.

Learning is controlled and mediated by the learner. Learning stems from social interaction with the teacher and student. Goals and objectives are negotiated by the student. Activities are provided to encourage metacognition, self-analysis, reflection and awareness (Chrenka, L. 2001, May). The learning environment should represent the complexity of the real world. Primary sources illustrate the authenticity of the real world. The learning environment is established by a community of learners. The 5 E’s of the learning process are: engage, explore, explain, elaborate and evaluate (Chrenka, L. 2001, May). The challenge with online learning is that the environment shifts from teacher centric passive learning to student centric learning. Online learning has many discussion forums that allow social interaction and engaging feedback.

Examples of assignments are blogs, discussion forums or digital concept map (Bofill, L. 2013). Assignments should include discovery learning, inquiry learning and explanation. Learning is not rote learning. Assessments are authentic and intertwined teaching. An example is: a discussion posed by the teacher based on relevant real-life scenarios. Students are expected to answer in discussion forum. This can be submitted in the form of a blog or onto a discussion forum.

One example of a classroom assignment is a group wiki page. Wiki is a collaborative online platform that allows users to create and edit content (Bofill, L. 2013). The teacher can provide a general topic. The students are to research and collectively create a wiki page. The teacher could pose another topic such as Jean Piaget and contributions to education. The students are to create a digital storyboard. This is called collaborative story boards.

• Category: Constructivist learning
• Wikipedia: Constructionism (learning theory)

• Baines, L.A., & Stanley, G. (2001, December). ‘We want to see the teacher’ Constructivism and the rage against expertise. Phi Delta Kappan, 82(4), 327-330.
• Bofill, L. (2013). Constructivism and collaboration using Web 2.0 technology. Journal of Applied Learning Technology, 3(2), 31-37.
• Chrenka, L. (2001, May). Misconstructing constructivism. Phi Delta Kappan,82(9), 694-695.
• Pail, M.U. (2013). Creating constructivist learning environment: Role of Web 2.0 technology. International Forum of Teaching and Studies, 9(1), 39-52.